If The Shoe Fits....Cinderella Stories and the Role of Women
A joint effort by Elizabeth Nelson and Michelle Dupuis
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Partner selection was completed through TWU's Blackboard for the Art of Storytelling course. An ad was placed by E. Nelson to which M. Dupuis responded. The ad stated that a collaboration was wanted for a project utilizing versions of Cinderella and examining the role of women within the story.
A joint effort by Elizabeth Nelson and Michelle Dupuis. The unit plan created is intended to be used with high school students in order to examine and discuss the role of women as depicted in traditional folklore and the changing role of women in society. The unit is meant to be a collaboration between ELAR, Sociology, and Library staff. The intent is for students to interact with traditional folklore by way of print picture books and then use Cinderella based novels and films to examine how the role of women was traditionally shown in folklore and how it has evolved or not evolved in film and novel adaptations. Therefore, most resources used will be in print format.
The final product of the unit will be an academic paper aligning with MLA standards which compares and contrasts each reading or viewing selection for differences and similarities of the role of women within society and how that role has evolved and changed either in truth or in view over time. Included within the paper must be an accurate list of resources. Further, each student will present their findings about the role of women in their selected resources to the class. Discussions will follow presentations.
Teacher/Topic:_Nelson & Dupuis_ Dates/Times:_May 2013 Content Standards and Information Literacy Instructional Strategies Performance Objectives
Standards: TEKS (Texas Essential Knowledge and Skills) §110.34. English Language Arts and Reading, English IV (2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: (A) compare and contrast works of literature that express a universal theme; (B) compare and contrast the similarities and differences in classical plays with their modern day novel, play, or film versions; and (C) relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time.
§113.46. Sociology (12) Social inequality. The student understands changing societal views on gender, age, and health. The student is expected to: (A) analyze how gender roles affect the opportunities available to men and women in society; (13) Social institutions. The student identifies the basic social institution of the family and explains its influences on society. The student is expected to: (A) define the functions and rituals of the family and how the family has changed over time; (B) define family systems and patterns;
Standards: AASL 1.1 Skills 1.1.1- Follow an inquiry based process in seeking knowledge in curricular subjects, and make the real world connection for using this process in own life. 1.1.2- Use prior and background knowledge as context for new learning. 1.1.4- Find, evaluate, and select appropriate sources to answer questions 1.1.5- Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. 1.1.6- Read, view, and listen for information presented in any format in order to make inferences and gather meaning
Instructional Strategies:
Students will be presented with a number of reading options based on the classic fairytale Cinderella. Each student is to select two picture books (only one of which may be the traditional telling of Cinderella), one Cinderella based novel, and one film to read, analyze, compare and contrast. Students may choose to select from teacher selected resources but may also present for approval their own selections. Each student will use a graphic organizer to keep track of information from each tale and the role of each female character. Information recorded will include: physical description, demeanor, role within society, role within the family, etc. Graphic Organizers will be provided to the students (see samples).
Completed graphic organizers for each of the students selected reading and viewing selections.
Completed academic paper examining the historic and changing role of women.
Understanding of gender roles and stereotypes through time as evidenced by literature.
Creative presentation of findings presented to class.
Presentation must include a web 2.0 technology such as Prezi.
Class discussion of findings and stereotypes.
Prior Knowledge:
Basic Knowledge of the story of Cinderella.
Understanding of the definition of stereotype.
Clear view of the current role of women in society including America and world views.
Knowledge of how to effectively complete graphic organizers.
Knowledge of MLA standards. Knowledge of web 2.0 technologies.
Prior knowledge will be established through the frontloading of information to students by English, Sociology, and Library instructors. Further knowledge will be gained through everyday classroom activities and instruction in technology.
Assessment Tool(s):
Learning Tasks Educator Responsible
_Prior Knowledge (Web 2.0 and MLA)- The Librarian would present the proper use of MLA along with web 2.0 functions and Prezi. Then a web challenge would be issued allowing the students to complete the challenge offering help if needed. Materials would be obtained by the library for the lesson plans. A quick lesson on folktales could also be presented so that students will have greater understanding of why this specific genre was selected. Resources would also be provided such as MLA standard books or websites and Prezi instruction. (The web challenge could be used to determine technological proficiency for the project.)
_Prior Knowledge (Stereotype and Role of Women)- Sociology teacher through in class instruction.
_Prior Knowledge (Cinderella, use of Graphic Organizers) English Teacher through in class instruction
_Performance Objectives - (graphic organizers, paper, understanding by literature) English teacher through review and correction of presented papers.
_Performance Objectives - (presentation and discussion) Sociology teacher through review of presentation and knowledge of roles of women
Lesson Evaluation/Comments
_This section should be completed by each of the three educators upon completion of the unit plan. Each member of the teaching team will give feedback on what worked and should be kept and what needs revision or inclusion.
___
Resources and Materials (listed on reverse side)
Resources and Materials are listed on the If the Shoe Fits...Resource Development page of this wikiIf the shoe fits...Resource Development
If The Shoe Fits....Cinderella Stories and the Role of Women
A joint effort by Elizabeth Nelson and Michelle DupuisPartner selection was completed through TWU's Blackboard for the Art of Storytelling course. An ad was placed by E. Nelson to which M. Dupuis responded. The ad stated that a collaboration was wanted for a project utilizing versions of Cinderella and examining the role of women within the story.
A joint effort by Elizabeth Nelson and Michelle Dupuis. The unit plan created is intended to be used with high school students in order to examine and discuss the role of women as depicted in traditional folklore and the changing role of women in society. The unit is meant to be a collaboration between ELAR, Sociology, and Library staff. The intent is for students to interact with traditional folklore by way of print picture books and then use Cinderella based novels and films to examine how the role of women was traditionally shown in folklore and how it has evolved or not evolved in film and novel adaptations. Therefore, most resources used will be in print format.
The final product of the unit will be an academic paper aligning with MLA standards which compares and contrasts each reading or viewing selection for differences and similarities of the role of women within society and how that role has evolved and changed either in truth or in view over time. Included within the paper must be an accurate list of resources. Further, each student will present their findings about the role of women in their selected resources to the class. Discussions will follow presentations.
Teacher/Topic:_Nelson & Dupuis_ Dates/Times:_May 2013
Content Standards and Information Literacy Instructional Strategies Performance Objectives
Standards: TEKS (Texas Essential Knowledge and Skills)
§110.34. English Language Arts and Reading, English IV
(2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
(A) compare and contrast works of literature that express a universal theme;
(B) compare and contrast the similarities and differences in classical plays with their modern day novel, play, or film versions; and
(C) relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time.
§113.46. Sociology
(12) Social inequality. The student understands changing societal views on gender, age, and health. The student is expected to:
(A) analyze how gender roles affect the opportunities available to men and women in society;
(13) Social institutions. The student identifies the basic social institution of the family and explains its influences on society. The student is expected to:
(A) define the functions and rituals of the family and how the family has changed over time;
(B) define family systems and patterns;
Standards: AASL
1.1 Skills
1.1.1- Follow an inquiry based process in seeking knowledge in curricular subjects, and make the real world connection for using this process in own life.
1.1.2- Use prior and background knowledge as context for new learning.
1.1.4- Find, evaluate, and select appropriate sources to answer questions
1.1.5- Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.
1.1.6- Read, view, and listen for information presented in any format in order to make inferences and gather meaning
Instructional Strategies:
Students will be presented with a number of reading options based on the classic fairytale Cinderella. Each student is to select two picture books (only one of which may be the traditional telling of Cinderella), one Cinderella based novel, and one film to read, analyze, compare and contrast. Students may choose to select from teacher selected resources but may also present for approval their own selections. Each student will use a graphic organizer to keep track of information from each tale and the role of each female character. Information recorded will include: physical description, demeanor, role within society, role within the family, etc. Graphic Organizers will be provided to the students (see samples).
Performance Objectives:
Prior Knowledge:
Prior knowledge will be established through the frontloading of information to students by English, Sociology, and Library instructors. Further knowledge will be gained through everyday classroom activities and instruction in technology.
Assessment Tool(s):
Learning Tasks Educator Responsible
_Prior Knowledge (Web 2.0 and MLA)- The Librarian would present the proper use of MLA along with web 2.0 functions and Prezi. Then a web challenge would be issued allowing the students to complete the challenge offering help if needed. Materials would be obtained by the library for the lesson plans. A quick lesson on folktales could also be presented so that students will have greater understanding of why this specific genre was selected. Resources would also be provided such as MLA standard books or websites and Prezi instruction. (The web challenge could be used to determine technological proficiency for the project.)
_Prior Knowledge (Stereotype and Role of Women)- Sociology teacher through in class instruction.
_Prior Knowledge (Cinderella, use of Graphic Organizers) English Teacher through in class instruction
_Performance Objectives - (graphic organizers, paper, understanding by literature) English teacher through review and correction of presented papers.
_Performance Objectives - (presentation and discussion) Sociology teacher through review of presentation and knowledge of roles of women
Lesson Evaluation/Comments
_This section should be completed by each of the three educators upon completion of the unit plan. Each member of the teaching team will give feedback on what worked and should be kept and what needs revision or inclusion.
___
Resources and Materials (listed on reverse side)
Resources and Materials are listed on the If the Shoe Fits...Resource Development page of this wikiIf the shoe fits...Resource Development